Spring 2018 ARTE Lesson Plan Format 1.19.

18
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Title of Learning Segment: Silhouette Skyline Grade: 8th

Prior Knowledge
Students will have previous knowledge of color theory, painting techniques, and photographic
techniques.
Central Focus, Students can create an abstract painting and incorporate variety of lines and
textures while utilizing tools. Students can use previous folding methods to guide their skyline
foldable. Students can photograph foldable and utilize photo editing applications.

Learning Segment Overview Four lessons (45 minute)

e.g. Lesson 1 (Day 1, Motivator) Introduction to stationed finger painting.
Lesson 2 (Days 2-3, Guided Practice/Proceed) Demonstration of foldable, introduction to
origami
Lesson 3 (Day 4, Connect/Proceed) Presentation of San Franciscan architecture and Diego
Rivera. Document photographs while utilizing light sources and application effects.
Lesson 4 (Day 5, Closure) Checklist assessment, reflection, and further alteration.

Lesson I of 4
Standard Objective Assessment
NVAS: VA:Cr1.2.8a, I can create and investigate Discussion of specific vocabulary
Collaboratively shape the use of color in an abstract during group demonstration.
an artistic investigation work. Individual feedback during studio
of an aspect of present- exploration.
day life using a
contemporary practice
of art and design.
SCVAS: VA.CR AL.1, I I can create and investigate Discussion of specific vocabulary
can create, refine, and the use of color in an abstract during group demonstration.
communicate ideas based work. Individual feedback during studio
on the elements and exploration.
principles of design and
other compositional
strategies and structures.
Lesson 2 of 4
Standard Objective Assessment
NVAS: VA:Cr2.1.8a, I can create a foldable that Teacher feedback during guided
Demonstrate represents a city through a and independent practice.
willingness to variety of processes while
experiment, innovate, using multiple techniques to
and take risks to pursue achieve instructed steps.
ideas, forms, and
meanings that emerge
in the process of art-
making or designing.
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SCVAS: VA.CR AL.2, I I can create a foldable that Teacher feedback during guided
can choose from a range represents a city through a and independent practice.
of materials, techniques variety of processes while
and processes to using multiple techniques to
communicate an idea. achieve instructed steps.
Lesson 3 of 4
Standard Objective Assessment
NVAS: VA:Cr2.1.8a, I can utilize lighting sources, Teacher feedback during guided
Demonstrate photographing techniques, and and independent practice.
willingness to altering applications to create
experiment, innovate, different versions of a digital
and take risks to pursue work of art.
ideas, forms, and
meanings that emerge
in the process of art-
making or designing.
SCVAS: VA.CR AL. I can utilize lighting sources, Teacher feedback during guided
2.1, “I can apply photographing techniques, and and independent practice.
techniques with a altering applications to create
variety of media and different versions of a digital
processes to evoke work of art.
different responses in
the viewer.”
Lesson 4 of 4
Standard Objective Assessment
NVAS: VA:Cr3.1.8a, I can reflect on my own Student/Teacher Checklist
Apply relevant criteria experience, review the process Reflective Response
to examine, reflect on, of other artists, and apply the
and plan revisions for a techniques other classmates
work of art or design in have used to enhance my own
progress. work.

SCVAS: VA.P AM.4.1, I I can present my artistic Student/Teacher Checklist

can choose from a variety process to my classmates Reflective Response
of physical and digital through a demonstration or
presentation options written reflection.

Academic Language
1. Language Function— Create, Apply, Present
2. Vocabulary— Abstract, Origami/Foldable, Architecture, Altered Photograph
3. Discourse OR Syntax: By utilizing specific vocabulary during demonstrations, group review,
and journal reflections.
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4. Practice (language function):

(Questions featured in journal reflections)
• How does this skyline design reflect a place you’d like to live?
• Why do you think architecture is also considered an art?
• What colors did you use in your finger painting? Why did you choose these colors?
• What types of marks did you make when creating your finger painting?
• What are the differences between your original photograph and your altered photograph?

Key Materials
• Paper, acrylic paints, sponge, stamps, and scissors.
• Presentation on architecture of San Francisco and Diego Rivera’s The Making of a
Fresco Showing the Building of a City.
• Camera Applications, Light Sources, Photo editing software of students choice.

Instructional Strategies and Learning Tasks (Procedures & Timelines)

DAY ONE: (Opening/Motivator)
Following the instructors finger painting demonstration, students are required to cover the
surface of their paper with paint without using painting tools. Students are encouraged to
experiment with color combinations while strategically thinking about their color choices.
Students will experiment with lines that can be made using only their hands. For students who
dislike the tactile procedures, stamps and sponges will also be available for utilization. Students
will rotate from stations every 30 seconds, a bell will ring to indicate this transition, where
students will find new colors to add to their finger paintings.

DAY TWO: (Procedure, Guided Practice)

Class will open with the second demonstration. The instructor will utilize the abstract finger
painting made in the pervious class period. Students will take their papers and fold them so the
ends are shorter, rather than longer. Once the paper is folded, they will unfold their paper
viewing the defined crease. Then, students will primarily care for the upper half of their paper,
choosing whichever side will be the upper half. Once this decision has been made, students will
utilize their scissors to create a cities silhouette, requiring students to think of lines and shapes
involved with their desired cityscape. Student will also learn how to add windows by cutting slits
into the lower half of the crease. Finally, students will fold the paper in opposite directions, back
and forth, until they have achieved an accordion look, finalizing the standing sculpture.

DAY THREE: (Present, Connect, Procedure)

The instructor will lead a presentation on architectural pursuits, specifically studying the work
The Making of a Fresco Showing the Building of a City by Diego Rivera. Using their cellphones,
students will photograph their foldable in groups. Utilizing the flashlight applications some
students will act as the light source, while each student has the opportunity to direct the lighting
and photograph their piece. There will be a separate formal lighting station for students without
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phones to utilize, and will be able to use the instructors device if they do not have a device for
themselves. Students will be required to research photo editing applications and present an edited
version, software, and their photograph the following class period.


DAY FOUR: (Closure)

Students will begin the class period by completing a reflection and self assessment. Once
students have answered the questions, the instructor will lead a discussion about the class
experience, playing the role of the light source, photographer, and editor. Students will have the
opportunity to share their process with classmates.

Accommodations
• Representation: Instructor will demonstrate proper cutting skills and suggest students reflect
on skylines featured in the Pages presentation.
• Engagement: Students choice of color pallet and photo editing software.
• Expression: Students may verbally recount process to classmates if they would rather not
write responses in journals.
• Individual student with special needs: Instructor will demonstrate steps and explain concepts
to students individually and as needed.

Resources
Diego Rivera Gallery. (n.d.). Retrieved April 10, 2018, from http://www.sfai.edu/exhbitions
public-events/diego-rivera-gallery


Artifacts Pages Presentation

Reflection Through the art making process, I was proactive in demonstrating each step. When
implementing technology, I let students work independently without a demonstration. Though
the instructions were straight forward, and students had previous experience using their mobile
devices, it would have been beneficial to demonstrate the role of the photographer and light
source before letting students work independently. I will consider rearranging the timeline of the
lesson based on student feedback.